Wanderers

Edit 0 79 …
Name
 Study Ladder
 Spelling Tested
 3 bears sort
of book review
 Landscape
 Practice
superhero play
1 Comp card
 Space
Report own choice
School
Report
Jessica








Kartiah
 yes 16/16
 yes by city
 yes do last week
 need to paint
 Not in it
 yes
 yes
yes
Kaitlin
 19/20
yes
 need to paint
yes
 yes

Alex
 yes
 yes
 yes
 yes x2
 yes
 yes
 yes
yes
Mereana
yes






Jasmine
 yes
 yes
 yes
 yes
 yes
 yes

yes
Emily








Teresa
 yes
 yes
 away
 yes
 away
 yes
 yes
yes
Jake
 Yes
 Yes


Yes


Kaleb








Toby
 yes
 yes
 yes
 yes
 yes
 yes











































REPORT: SPACE OTHER
LANDSCAPE: FINISHED

Wacky Web tales
Book Review
School Report
Reciporical Reading: List Vocab discussed.
Maths: Study ladder
Sumdog
Space: Studyladder
Spelling i before....

Make Your Own Time table:

Ukulele Thurs 2:30
Wednesday Kapa Haka
Maths Tutors
Talent Quest

Friday
What I am good at...
What I need to work on

School Report - complete Reading and Writing....

Studyladder - All maths exercises completed - LOCATION AND TRANSFORMATION x 2 plus DECIMALS AND FRACTIONS

Spelling words check and tested by partner

Finish Book Review on The Three Bears Sort of.

One Read through of Journal Play in group of 4.

One Comprehension card - in Everything Book.




Maths
Game: Board

Figure It Out: Exercise.

Study ladder:

Book review: Written up on Your wiki.
How can you improve your Book Review?


Literacy Planet:

Studyladder: Geophysics of our Earth / Science

Reciporical Reading
Reading Comp Card: In everything book

Spelling: From spelling List/ Words in meaningful sentences.

Space Inquiry: Research Written up. CHECK OUT REPORT PAGE.

Own Choice
Teresa/Emily Parody
Script



Art
Landscape

Lessons are target towards individual needs.

Content

Examples of differentiating content at the elementary level include the following:
  1. Using reading materials at varying readability levels;
  2. Putting text materials on a range of media;
  3. Presenting ideas through both auditory and visual means;
  4. Using reading buddies; and
  5. Meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners.

Process

Examples of differentiating process or activities at the elementary level include the following:
  1. Using tiered activities through which all learners work with the same important understandings and skills, but proceed with different levels of support, challenge, or complexity;
  2. Providing interest centers that encourage students to explore subsets of the class topic of particular interest to them;
  3. Developing personal agendas (task lists written by the teacher/students and containing both in-common work for the whole class and work that addresses individual needs of learners) to be completed either during specified agenda time or as students complete other work early;
  4. Offering manipulatives or other hands-on supports for students who need them; and
  5. Varying the length of time a student may take to complete a task in order to provide additional support for a struggling learner or to encourage an advanced learner to pursue a topic in greater depth.

Products

Examples of differentiating products at the elementary level include the following:
  1. Giving students options of how to express required learning (e.g., create a puppet show, write a letter, or develop a mural with labels);
  2. Using rubrics that match and extend students' varied skills levels;
  3. Allowing students to work alone or in small groups on their products; and
  4. Encouraging students to create their own product assignments as long as the assignments contain required elements.

Learning environment

Examples of differentiating learning environment at the elementary level include:
  1. Making sure there are places in the room to work quietly and without distraction, as well as places that invite student collaboration;
  2. Providing materials that reflect a variety of cultures and home settings;
  3. Setting out clear guidelines for independent work that matches individual needs;
  4. Developing routines that allow students to get help when teachers are busy with other students and cannot help them immediately; and
  5. Helping students understand that some learners need to move around to learn, while others do better sitting quietly